Abstract:
The purpose of this study was to look at the effect of a teacher's translanguaging on students'
writing skills and academic self-efficacy. A quasi-experimental design with a pre-test and post-
test technique was utilized to examine the effect of the teacher's translanguaging on the
participants. The experimental group was taught using translanguage, while the control group
was taught without any translanguage. The study included 81 first semester university students,
41 in the experimental group and 40 in the control group. Writing skills were assessed using a
skills writing test administered to pupils. A basic academic self-efficacy questionnaire was also
administered to assess the impact of the teacher's translanguaging on pupils' academic self-
efficacy. The study's findings revealed that the teacher's translanguageing had a substantial
impact on the students’ writing skills. The students' ability to write effectively improved because
of their use of the teacher's translanguaging. Specifically, experimental group showed significant
improvement on organization, grammatical accuracy, informal expressions and length in writing
skills. Moreover, pre and posttest difference in sentence structure and format was significantly
correlated with Academic Self-efficacy.
